English Journal is NCTE's award-winning journal of ideas for English language arts teachers in junior and senior high schools and middle schools.
Calls for Manuscripts
All manuscripts should be submitted via the Editorial Manager system.
General Interest Submissions
We publish articles of general interest as space is available. You may submit manuscripts on any topic that will appeal to EJ readers. Remember that EJ articles foreground classroom practice and contextualize it in sound research and theory. As you know, EJ readers appreciate articles that show real students and teachers in real classrooms engaged in authentic teaching and learning. Regular manuscript guidelines regarding length and style apply.
Submission Deadline: March 15, 2019
Publication Date: November 2019
I think young people should not be judged by the level of their reading but by the way a book makes them think and feel. By the way it gives them hope. By the way it opens them up to new perspectives and changes them.
—Jacqueline Woodson, National Ambassador for Young People’s Literature, 2018
As English teachers, we believe in the power of literature to awaken us, change our views, and transform our understanding of the world. Our own experiences of that power have led us to a profession that celebrates the art of writing and the writers who make that art. Sometimes we struggle to convince our students of literature’s power. But sometimes there’s no struggle at all—when students feel “opened up” by a poem, a story, a novel, or a play, their reading experience can be memorable, even life-changing. In students’ best reading moments, a conversation between the reader and the story unfolds. And readers want to share that conversation with others. They want to express what the ideas in the reading make them feel and think and hope.
For this issue of the journal, the editors invite stories about teaching literature that students want to talk about and also stories of efforts to share literature that didn’t go as planned. We can learn from each other’s successful lessons and from those lessons that were “misses.” When have you seen your students absorbed by their reading? What beliefs come to life via literature? How has students’ activism been engaged by literature? Which texts made them question what they think they know and want to talk about that? When did the texts that changed you fall “flat” for your students? How are important conversations between teachers and students established and sustained through reading together?
Submission Deadline: May 15, 2019
Publication Date: January 2020
Teaching is unique in that the longer you do it, the more you know you have so much left to learn.
—Leila Christenbury and Ken Lindblom,
Continuing the Journey: Becoming a Better Teacher of Literature and Informational Texts
Teaching is both a vocation and a passion, especially for English teachers, who often join the profession because they love literature and its capacity to inspire and transform. Teaching, as a practice, is also uniquely challenging. It is dynamic, constantly responding to changes in the culture that reverberate in the classroom. To be a good teacher is to be remarkably flexible, to embrace experimentation, to be willing to grow in unexpected ways alongside the students, who are teaching us about their perceptions of the world. Calling it a journey, as Christenbury and Lindblom do, seems apt. Understanding that the journey has no destination, just important stops along the way, is critical, however. That’s what keeps us walking . . . and learning how to walk.
For this issue of the journal, the editors invite narratives about the teaching life. In particular, we are interested in stories about becoming and being an English language arts teacher and stories about moments when you may have doubted yourself but didn’t give up. What roads led you to the English classroom? When have you worked through obstacles that, later, allowed you to be a better teacher for your students? Which texts keep you engaged? What changes in the students, the culture, or the profession have you noted over the course of your career and how have you adapted? How have your students taught you to be a better teacher? What story can you tell that may motivate other teachers in the journey we are taking together?
Speaking My Mind
We invite you to speak out on an issue that concerns you about English language arts teaching and learning. If your essay is published, it will appear with your photo in a future issue of EJ. We welcome essays of 1,000 to 1,500 words, as well as inquiries regarding possible subjects.
For Gwendolyn Brooks, writing was essential to life and “like breathing or eating.” More specifically, she noted, “Poetry is life distilled.”
As such, we invite teachers and teacher educators to write poems that “distill” their lives—in and out of the language arts classroom. We seek well-crafted poems that connect our readers to the worlds of teaching and learning.
Send up to two original poems—maximum thirty lines each—as attachments to Englishjournal@ncte.org. Use the subject line “Poetry Submission for Review.” The poems must be original and not previously published or simultaneous submissions. On each poem, please include a brief biographical sketch (forty words maximum) and your contact information. Poets whose work is published will receive two complimentary copies of the issue in which their work appears.
Additional inquiries about poetry submissions should be directed to the coeditors at Englishjournal@ncte.org.
Teacher photographs of classroom scenes and individual students are welcome. Photographs may be uploaded to Editorial Manager at the address above in any standard image format at 300 dpi. Photos should be accompanied by complete identification: teacher/photographer’s name, location of scene, and date photograph was taken. If faces are clearly visible, names of those photographed should be included, along with their statement of permission for the photograph to be reproduced in EJ.
Cartoons should depict scenes or ideas potentially amusing to English language arts teachers. They can be submitted to Editorial Manager at the address above; we can accept any standard graphics format at 300 dpi.
For information on writing for the EJ columns, see the Columns and Column Editors info below.
For EJ Submission Guidelines, see Write for Us.
For more information, contact Englishjournal@ncte.org.